School of Education and Social Sciences
Permanent URI for this collectionhttp://41.89.31.6:4000/handle/123456789/321
Welcome to School of Education and Social Science collection.This collection contains Journal articles published by faculty affiliated to the school.
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Item Financial Preparedness for the Implementation of CBET Curriculum in Public Technical Institutions in Mt. Kenya East Region, Kenya((IJPP) International Journal of Professional Practice, 2025) Caroline, Ringeera Kananu; Flora, Ngeera Gacheri; Sabina, MurithiThe implementation of Competency-Based Education and Training (CBET) in public Technical and Vocational Education and Training (TVET) institutions is vital for aligning curricula with industry-required skills. Despite government funding, there is no structured financial support for execution of CBET. This study evaluated the adequacy of funding and infrastructure in preparation for CBET curriculum implementation. An exploratory research design grounded on mixed-method approach was espoused. The study targeted a population of 70,591 respondents, including 21 principals, 21 Board of Governors chairpersons, 1,263 trainers, and 69,158 trainees, drawn from Technical and Vocational Colleges, Technical Training Institutes, and National Polytechnics. Purposive sampling technique was used to select 19 principals, 19 Board of Governors chairpersons, and 19 class representatives, while proportionate sampling was employed in selecting 154 trainers from 19 TVET institutions with functional Building and Civil Engineering departments. Data were collected via questionnaires, interviews, and document analysis. Validity of the research instruments was ascertained for reliability. Quantitative data were analyzed descriptively (mean, standard deviation) and inferentially (correlation), while qualitative data underwent thematic analysis. Data was presented in tables and themes, and findings revealed inadequate CBET funding. The study concluded that inadequate funding of CBET significantly affects its implementation. The study recommends that the Ministry of Education establishes timely capitation disbursement mechanisms to address budgetary shortfalls, and set standardized minimum funding benchmarks for successful CBET implementation.Item Teacher Factors Influencing the Implementation of Curriculum Learning Outcomes in Public Primary Schools in Ndavaya Zone, Kwale County, Kenya(Journal of Popular Education in Africa, 2020-07) Mwashashu, Ronaldah Chari Mwashashu; Muli, Samuel; Mwawasi, Benjamin MwandoeThe purpose of this study was, to investigate the teacher factors influencing the implementation of curriculum learning outcomes in public primary schools in Ndavaya Zone, Kwale County, Kenya. It was guided by the following objective; identify the influence of working conditions of teachers in the implementation of the curriculum learning outcomes, in public primary schools in Ndavaya zone, Kwale County. The research study was guided by the hierarchy of needs theory by Abraham Maslow. It adopted a descriptive survey design and the targeted population was 29 public primary schools in the zone, 29 head teachers and 306 teachers. The sampled size was 20 head teachers and 60 teachers from 20 schools. Piloting of research tools was done in 5 public primary schools. This was to ensure validity in the study, and reliability of the research instruments. The Data collected was analyzed using descriptive and inferential statistics. Data was presented using frequency and percentage tables, pie charts and bar charts. The researcher considered research ethics by seeking permission from relevant authorities and participants did not write their names on the questionnaires. Concerning the school environment, enrolment and staffing, the study found out that, there is a shortage of teachers in Ndavaya zone, though qualified to implement the curriculum learning outcomes. Teachers have no challenges during lessons preparations but lacks proper time management skills in the implementation of curriculum and the instructions. The finding shows that, the library classes are not conducted due to lack of library facilities in the zone. Schools also have inadequate teaching and learning aids. The researcher recommended that: teachers should be employed and be distributed fairly, schools should seek for donor aids to acquire more books, and teachers should improvise teaching and learning aids. Parents in the zone to be sensitized to buy books for their children. The researcher recommended further studies to be conducted on; the influence of teaching and learning resources on implementation of curriculum learning outcomes in public primary schools in Kenya. In conclusion, there is a challenge in library lessons in the zone, majority of the respondents stating that there are no library lessons conducted in the zone. Lack of library sessions hinders teachers’ implementation of the curriculum learning outcomes in the zone due to shortage of resources like books. The zone is also facing a shortage of teaching and learning materials like textbooks in schools. Such facilities are key in enhancing the implementation of curriculum learning outcomes.